1. Bob McCain, Principal - NHMS Craig Creller, Mathematics Diane Filardo, Assessment Administrator Overview 8/25/2011

2. The CCSS are coming to Norwalk Public Schools

3. CCSS Leadership Triangulation Assessments Common Core State Standards Instruction

4. August, 2011 - 45 States + DC Have Adopted the Common Core State Standards *Minnesota adopted the CCSS in ELA/literacy only

5. What is the CCSS Initiative? A significant and historic opportunity for states to collectively develop and adopt a core set of academic standards in Mathematics and English/Language Arts

6. Over the years, every state in the nation was working individually to improve its academic standards and assessments to ensure students graduate with the knowledge and skills most demanded by college and careers Now, the Common Core State Standards in English Language Arts (ELA) and Mathematics were created by educators around the nation to unify a common curriculum to ensure student success 6 A Strong Foundation: The Common Core State Standards

7. Why is this initiative important? These Common Core Standards will be a critical first step to bring about real and meaningful transformation of our education system to benefit all students The Common Core Standards help define the knowledge and skills all students need to succeed in college and careers Expectations will be consistent for all students

8. What will the CCSS Accomplish? Provides consistency across states Allows for equal access Prepares students to compete globally Allows for more focused professional development Allows for the development of a common assessment Provides the opportunity to compare and evaluate policies that affect student achievement across states

9. Key Advances of the Common Core ANCHORED IN COLLEGE AND CAREER READINESS

10. The Nationwide Proficiency Problem NCLB – AYP Achievement Throughout the United States there is a large discrepancy between the percentage of students achieving proficiency" in both Mathematics and Reading on individual State Tests…

11. Proficiency Problem and those judged proficient on the National Assessment of Educational Progress (NAEP) and all international assessments comparing United States students to students from other countries

12. Common Core State Standards are critical, but they are just the first step Common assessments aligned to the Common Core will help ensure the new standards truly reach every classroom and Proficiency will be a national standard 12 CCSS and then Common Assessment

13. CCSS Leadership Triangulation Assessments Common Core State Standards Instruction

14. Connecticut and the CCSS Adopted by the State Board on July 7, 2010 Support the State Boards 5-Year Plan Support Connecticuts Secondary School Reform The Core is internationally benchmarked The Core prepare all students to succeed in a global economy

16. ELA (K-12) Only 37% of the CCSS and CTs were excellent matches

17. Mathematics (K-12) Less than half of the CCSS and CT Math standards were excellent matches

18. CCSS and CT Curriculum Translation? We have no choice but to rewrite the Math and ELA curriculums by 2014 to align with the CCSS.

19. Mathematics The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content Students who have completed 7 th grade and mastered the content and skills will be prepared for algebra, in 8 th grade or after

20. Mathematics Grades 9-12 organized in conceptual categories or modules/progressions under the headings: Number and Quantity Algebra Functions Geometry Statistics and Probability Modeling

21. Design and Organization Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

22. English Language Arts Contains an Introduction with clarifications and guidance Standards are organized by grade-level (K-8) and grade- band (9-10; 11-12) Standards are divided into Reading, Writing, Speaking, Listening, and Language strands Is aligned to the NGA/CCSSO College- and Career- Readiness Standards released in September 2009

23. English Language Arts The Standards comprise three main sections: a comprehensive K-5 section and two content area-specific sections for grades 6-11, one in English language arts and one in history/social studies and science Contains appendices with research supporting the standards, examples of illustrative texts, and samples of student writing

24. CCSS Leadership Triangulation Assessments Common Core State Standards Instruction

25. Overview

26. In 2009, the U.S. Department of Education announced a Race to the Top Assessment Program to provide funding to consortia of States to develop the next assessment. In June 2010 Connecticut joined together to form the SMARTER Balanced Assessment Consortium and submitted an application for the Race to the Top Assessment competition. In September 2010 the Department awarded two Comprehensive Assessment Systems grants; one to SBAC and the other to the Partnership for Assessment of Readiness for College and Careers (PARCC).

27. Less cost and more capabilities through scope of work sharing and collaboration More control through shared interoperable open-source software platforms: Item authoring system, item banking, and adaptive testing platform no longer exclusive property of vendors Better service for students with disabilities and ELL students through common, agreed-upon protocols for accommodations Benefits of a Multi-State Consortium

28. 1.Transition to Common Core State Standards 2.Technology Approach 3.Assessment Design: Item Development 4.Assessment Design: Performance Tasks 5.Assessment Design: Test Design 6.Assessment Design: Test Administration 7.Reporting 8.Formative Processes and Tools/Professional Development 9.Accessibility and Accommodations 10.Research and Evaluation

29. Assessment System Components Assessment system that balances summative, interim, and formative components for ELA and mathematics: Summative Assessment (Computer Adaptive) Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Interim Assessment (Computer Adaptive) Optional comprehensive and content-cluster assessment Designed as item sets that provide actionable information about student progress Available for administration throughout the year Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Formative Processes and Tools Optional resources for improving instructional learning Assessment literacy

30. The System Optional Interim assessment system Summative assessment for accountability Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. Scope, sequence, number, and timing of interim assessments locally determined PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT * Time windows may be adjusted based on results from the research agenda and final implementation decisions. English Language Arts and Mathematics, Grades 3–8 and High School, Grade 11 Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR Source: http://www.ets.org INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT

31. Computer Adaptive Testing (CAT) A Computerized Adaptive Test (CAT) dynamically adjusts to the trait level of each examinee as the test is being administered. Efficiency: CATs are more efficient than conventional teststhey generally reduce test length by 50% or more. Control of measurement precision: A properly designed CAT can measure or classify all examinees with the same degree of precision.

32. Advantages of CAT versus Conventional Tests Reporting: Results can be made available more quickly Test Security/Item Exposure: All students are not presented with the same items More Flexibility for Computer Capacity: Students do not need to be assessed on the same schedule

33. Psychological Issues CAT equalizes the psychological environment of the test across ability levels. High-ability students will get about 50% correct. Low-ability students will get about 50% correct.

34. ...the SMARTER Balanced Assessment Consortium can be found online at http://www.k12.wa.us/SMARTER/ CSDE Web site at http://www.sde.ct.gov/sde Student Assessment Link – SBAC Teaching and Learning Link – CCSS

36. We need to work together for the future of all of Norwalk's students!!!